Leadership and Policy: An Ethnographic Exploration of Inclusive Education for Students with Hearing Loss in a Saudi Primary School

Abstract

This study explores how inclusive education (IE) is implemented for students with hearing loss (SwHL) in a Saudi primary school, focusing on the leadership roles of senior, middle, and teacher leaders. It also examines how national education policies influence school-level inclusion. Using an ethnographic approach, data were collected through interviews, observations, document analysis, and fieldnotes involving school leaders, teachers, parents, students, and an official.

An integrated framework—drawing from Hitt and Tucker’s (2016) leadership domains, UNESCO’s (2005) IE principles, and the Saudi Arabian School Leadership Standards (2020)—guided the analysis of five key leadership practices: establishing an inclusive vision, building professional capacity, fostering inclusive teaching and learning, developing an inclusive organisation, and strengthening partnerships with families.

Findings reveal gaps between policy and practice, such as the absence of specific IE guidelines, the lack of formal leadership roles for special educators, and insufficient structured inclusion training. While school leaders support inclusion, efforts often lack strategic direction. Nonetheless, teachers independently adapt teaching methods to support SwHL, even if inconsistencies arise due to a lack of structured training and reliance on special educators. SwHL generally participate in classroom activities and peer interactions; however, the use of labels, while not resulting in overt social or educational exclusion, creates unintended distinctions. This signals a need for greater awareness among schools to foster a more fully inclusive environment.

This research contributes to understanding IE leadership in Saudi Arabia, offering practical insights on translating policy into practice. It underscores the need for explicit guidelines, structured professional development, formalised middle leadership roles, and collaborative approaches to enhance inclusion. As Saudi Arabia advances toward Vision 2030, these findings inform the policies and leadership practices essential for fostering equitable learning environments where all students can thrive.